This document contains notes from a fourth period class. It lists spelling words, parts of speech examples like direct object and adverb, vocabulary from archaeology and castles to study, subject-verb agreement practice sentences, and sample sentences using relative pronouns like who and that.
The document describes the author's experiences teaching English to elementary school students. In the past, the author taught English to 6th grade students at Dah Show elementary school. The author plans to show pictures and materials used during that teaching experience. The document provides suggestions for teaching English to students, including using games to make learning enjoyable, providing encouragement instead of criticism, and evaluating students through oral and physical activities rather than just written tests.
Pronouns, adverbs, and simple past tense (structure 1)Ade Sudirman SC
This document discusses parts of speech, pronouns, adverbs, and the simple past tense. It defines nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions. It also categorizes pronouns as subject, object, possessive, possessive adjective, reflexive. The document then discusses the uses of pronouns, adverbs, and how to form sentences in the simple past tense using verbs, time signals, and auxiliary verbs. Examples are provided to illustrate each concept.
This document explains nouns and their types to students. It defines nouns as people, places or things, and categorizes them as common, proper, singular, plural, and possessive nouns. Examples of each type are provided. An activity is included where students circle nouns and distinguish between common and proper nouns in sentences. The purpose is to teach students about nouns and have them practice identifying different types. The teacher would explain the lesson, complete an activity as a class, then have students finish exercises to check understanding.
Speaking is a productive higher level skill. Teachers need to be very creative in motivating and helping students elicit sentences about a picture, describing it in details.
This document provides a lesson on present indefinite negative verbs in English and Urdu. It introduces the formula "Do/Does + Subject + verb(1st form) + object + ?" and provides examples like "Do I walk on footpath?" and "Does he make a cup of tea?". It then gives exercises to translate sentences from Urdu to English using this structure, such as "Does grandma tell stories?". The document concludes by defining vocabulary words and assigning homework to make sentences in the present indefinite negative and with the new vocabulary.
This document defines yes/no questions and provides examples of how to form them using auxiliary verbs like be, have, do, and modal verbs. Yes/no questions can be answered with a simple yes or no and are used to obtain specific facts or information. The document explains that yes/no questions must contain an auxiliary verb like be, have, do, or a modal verb followed by the main verb in the appropriate form.
The document provides a lesson on using the present indefinite negative tense in English. It gives the formula of subject + do/does + not + verb + object. Examples are provided like "I do not walk on footpath" and "She does not read novels". Exercises are included to translate sentences into English like "Grandma does not tell stories". Key vocabulary is also defined, such as "collaborate", "put out", and "sneeze". Homework involves making sentences in the present indefinite negative tense and with the vocabulary words.
The document discusses the past simple tense in English. It provides examples of using "be" verbs like "was" and "were" in both affirmative and negative forms. It also discusses regular and irregular past tense verbs. Examples are given of using past tense verbs in sentences, questions, and negatives. The document includes an exercise filling in a conversation using past tense verbs correctly.
This document provides information about using future tenses with will/be going to in English. It gives examples of sentences using be going to to express plans and intentions, such as "I am going to study German at school." It also discusses using be going to to make predictions based on present evidence, such as "Her belly is very big. She is going to have twins." The document outlines the form of be going to in affirmative, negative and question sentences and discusses its use with time expressions like "tomorrow" and "next year." It provides an activity to practice completing sentences with be going to plus verb forms.
Students are learning about free time activities, present simple tense, and WH questions in English class. They will study new vocabulary related to free time, grammar rules for the present simple tense and third person singular, and yes/no and WH questions. The lesson also includes exercises for students to practice these new language skills in reading, writing, speaking and listening.
This document provides instruction on using the present perfect tense with time expressions like "since," "for," "already," "just," "yet," and "before." It explains that "since" and "for" are used with a point in time or period of time, respectively. "Just" refers to something very recent, while "yet" is used in questions and negatives about things that haven't happened. "Before" refers to any time in the past up to now. Examples are given to illustrate the proper placement of these time expressions in sentences. Later, exercises have students match time periods to expressions and complete a paragraph using the past simple or present perfect verb tenses.
This document contains a lesson plan for an English class discussing subject and object questions. It provides examples of subject questions that ask about the subject of the sentence and object questions that ask about the object with an auxiliary verb and inverted word order. Students are instructed to write subject questions for statements where the bolded words are the answers and to write object questions for other statements where the bolded words are objects. The lesson aims to teach students the differences between subject and object questions.
The document contains sample dialogues and exercises for English language learners covering a variety of topics:
- Personal questions about name, age, hometown, occupation, etc.
- Common illnesses and suggestions for treatment.
- Directions to locations.
- Simple past and present perfect tenses.
- Modals like can, should, have to expressing abilities, suggestions, obligations.
The document provides examples of questions and responses in English on these topics to help learners practice their conversational skills.
The document discusses the present perfect tense in English. It connects past events or actions to the present. The present perfect uses helping verbs like "have" or "has" plus the past participle form of the main verb. It is used for actions that began in the past and continue in the present, actions that happened at an unspecified time before now, or recently completed actions that influence the present. Examples are provided to illustrate the formation and use of the present perfect tense compared to the past simple tense. Common mistakes in present perfect tense are also identified and corrected.
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
This document discusses subject-verb agreement and provides examples of how to identify the subject and select the correct verb form to match the subject. It addresses several types of subjects including singular and plural, compound subjects, collective nouns, and subjects preceded by prepositional phrases. Practice exercises with answers are provided to help the reader identify subjects and select the correct verb form.
The document provides information about using past tense verbs in English. It lists regular and irregular past tense verbs, and includes examples of affirmative and negative statements using the simple past tense. It also gives expressions that can be used to indicate when something happened in the past, such as "yesterday" or "last week". Finally, it provides examples of wh- questions and yes/no questions in the past tense, along with sample answers in the past tense.
This document discusses various English tenses:
1. Simple Present tense - used to describe habitual or repeated actions, facts, or situations that are currently true.
2. Simple Past tense - used to describe completed actions or events that happened at a specific time in the past.
3. Present Continuous tense - used to describe actions or events that are happening now or ongoing over a period of time.
4. Future tense - used to describe actions or events that have not yet occurred but will occur or are expected to occur in the future.
The document discusses various tenses in English including the present continuous, simple past, past continuous, modal verbs, active and passive voice, and conditionals. It provides examples for each tense. For the present continuous, examples are given such as "She is writing a practice right now." For the simple past tense, it indicates using regular and irregular verbs along with examples like "My brother worked in the Panama Port." Conditionals are explained as expressing likely future outcomes with examples like "If you study enough, you will pass the exam."
This document contains definitions for various terms including: a chimney, hero, studio, occupation, excellence, ski, loaf of bread, cupful, knife, public transportation vehicle, stereo sound, tornado, stitch, and thief.
The document describes a story called "The Sacred Well" by Judy Donnelly. It discusses a man named Edward who reads that the Mayans used to throw treasures and young girls into a sacred well to please the rain god. Edward takes deep sea diving lessons and uses a dredge to search the well. He finds treasures, human skeletons, and other artifacts, proving the ancient story about the well was true.
The document defines key terms related to ancient Greek city-states such as polis, acropolis, monarchy, aristocracy, oligarchy, tyrant, democracy, and helot. It also defines military terms like phalanx that describe the side-by-side fighting formation of Greek foot soldiers. Additionally, it mentions the Persian Wars that occurred in the 5th century BC where Greek city-states battled the Persian Empire.
This document provides information on irregular verbs, idioms, and examples of varying sentence structure techniques. It also discusses correcting fragments, run-on sentences, and includes a spelling list.
This document provides information on key people and civilizations that existed between 2000 BC to 250 BC, including:
1) The Indo-Europeans who were nomadic peoples that migrated throughout Europe, India and Southwest Asia interacting with local populations.
2) The Aryans who settled in India and established the caste system which divided people into priests, warriors, peasants/traders and craftsmen.
3) Siddharta Gautama, the founder of Buddhism, and key concepts in Hinduism like karma, reincarnation and moksha.
4) The Minoans, an advanced seafaring civilization on Crete between 2000-1400 BC known for exporting
This document provides vocabulary definitions and assessment questions related to Chapter 5 Section 3 on democracy and Greece's Golden Age. It defines key terms like direct democracy, classical art, tragedy, comedy, and philosophers. It also summarizes details about important figures like Socrates, Plato, and Aristotle. The assessment questions probe topics such as Pericles' strengthening of Athenian democracy, battle strategies in the Peloponnesian War, and debates over whether Pericles' rule was a golden age.
The document lists the base form, simple past tense, and past participle forms of various English verbs. It provides these verb conjugations in a table with three columns for the base form, simple past tense, and past participle of each verb. There are over 30 verbs listed with their various forms.
This document discusses different approaches and techniques for teaching language concepts. It compares the deductive approach, where grammar rules are explained first before practice, to the inductive approach, where examples are used first to induce the rules. It also describes techniques for explaining meaning such as using pictures, gestures, timelines and diagrams. Finally, it emphasizes the importance of practice for moving learning from short-term to long-term memory.
Sparta conquered Messenia in 725 BC and established itself as a military state by 650 BC, while Athens enacted Draco's legal code in 621 BC. Athens enacted democratic reforms in the 500s BC and dominated the Delian League in the 470s BC, during a time when the Persian Wars occurred in the 400s BC. Most importantly, Athens developed democracy which influenced other democracies.
El documento describe estrategias para desarrollar la competencia de escribir anécdotas en inglés de forma sencilla. Señala que la enseñanza tradicional del vocabulario es ineficaz y los maestros deben usar métodos actualizados. Incluye actividades para identificar, practicar con guía y producir una anécdota entretenida usando vocabulario y estructuras básicas, construyendo sobre conocimientos previos.
The document summarizes key events in the histories of Sparta and Athens between 725 BC and the 400s BC. Sparta conquered Messenia in 725 BC and established a strict military system by 650 BC. Both city-states played major roles in the Persian Wars in the 400s BC. Athens enacted democratic reforms in the 500s BC, established its democracy, and dominated the Delian League from the 470s BC onwards. The development of democracy in Athens influenced other democracies.
Five Fun Activities to Build Listening Skillsallisg43
Can listening activities be fun and motivating? These slides look at listening in the EFL classroom and outline five fun and easy-to-use activities to help EFL learners build listening skills in an enjoyable and exciting way. Material from the e-future texts Listen Up and Listen Up Plus are used in the slides.
These slides are from a presentation delivered at KOTESOL in Seoul on October 12th, 2013.
This document provides guidance on effective strategies for teaching listening skills to students. It discusses the challenges students face with listening comprehension and recommends pre-listening, listening, and post-listening activities. Some key strategies include activating background knowledge, predicting vocabulary, focusing on specific details after getting the overall idea, and using the transcript to check comprehension after listening.
This document provides guidance for using puppets in primary classrooms. It discusses why puppets are effective teaching tools, including that they introduce another fluent English speaker and help create a genuine information gap. It also describes inexpensive puppets students can make themselves from materials like plastic plates or cardboard tubes. Further, it outlines a process for gradually introducing students to using puppets, from private work to public performances. Finally, it provides examples of classroom activities using puppets, such as having students bring puppet props for a hungry puppet or acting out a story using tube puppets.
The document summarizes a research project that investigated how using puppets in primary science lessons impacted student and teacher discourse. 16 teachers were observed teaching typical science lessons and lessons where they used puppets. Lessons using puppets showed increases in student reasoning talk and decreases in teacher provision of information. Teachers also reported changing their practice, such as including more opportunities for student discussion. The researchers concluded that puppets can promote more dialogic teaching styles and positive changes in teacher beliefs and practices around classroom talk.
Teachers have been using puppets in primary school science lessons to encourage more productive talking among students. Puppets stimulate discussion as students are motivated to explain their ideas to the puppets. In one lesson, puppets Liam and Ruby disagreed about how streamline shape affects a penguin's movement in water, prompting students to discuss which idea was right. Puppets have helped shy students talk more and given teachers more insight into students' understanding. The project found puppets most effective when teachers developed distinct puppet personalities and identities for students to engage with.
This document discusses different types of dictionaries and their appropriate uses for language learners. It begins by explaining that dictionaries are an important learning tool but many teachers do not teach students how to use them effectively. It then describes bilingual dictionaries, monolingual dictionaries for native speakers, learner dictionaries designed for language learners, picture dictionaries, and production dictionaries. While bilingual dictionaries can provide quick translations, learner dictionaries are better for developing independent English skills when students are ready. Both have roles to play and teachers should guide students on the appropriate uses of each.
1. The document is a study guide for a chapter on democracy and Greece's Golden Age. It provides students with terms to match with sentences about important figures, events, and concepts from ancient Greek history and philosophy.
2. Students are asked to match words like direct democracy, Pericles, Parthenon, and Plato with sentences describing Greek philosophers, plays, government systems, and historical events like the Peloponnesian War.
3. The study guide aims to help students identify the key people, places, ideas, and time periods that defined ancient Greek civilization during its Golden Age.
Classical Greece developed between 2000 BC and 300 BC. During this period, (1) a new form of democracy emerged in Athens where citizens exercised power, (2) Alexander the Great spread Greek culture throughout Asia blending Greek, Egyptian, and Asian influences into Hellenistic culture, and (3) Athens and later Macedonia built empires controlling large regions through military dominance.
This document discusses the benefits of incorporating music in the classroom. It explores topics like the Mozart Effect, which found that listening to Mozart's music can temporarily boost spatial reasoning. Music is also shown to help with classroom management by keeping students engaged and reducing disruptions. A study found that playing calming background music in a classroom decreased behavior problems in students with emotional/behavioral difficulties. The document argues that music should be used more in classrooms as it can aid learning and academic achievement in many ways.
This document outlines the weekly language arts homework assignments for a 7th grade fourth period class from February 13 to March 22. It includes assignments to read short stories and complete vocabulary and comprehension questions on Mondays, work on writing exercises from the Writing Coach textbook on Tuesdays and Wednesdays, write sentences and drawings for vocabulary words on Thursdays, and write stories incorporating irregular verbs and vocabulary words on Fridays.
This document provides an overview of classical Greek history and culture from 2000 BC to 300 BC. It covers the rise of the Mycenaean civilization and its decline after being overtaken by the Dorians. It then discusses the development of Greek city-states and different forms of government. Key events included the Persian Wars and Athens' growth of democracy under Pericles. The document also outlines Greece's Golden Age of art, architecture and philosophy under Pericles, as well as the Peloponnesian War and Alexander the Great's conquests which spread Hellenistic culture throughout the Mediterranean world.
The document discusses the early history of Greece, including the Minoans and Mycenaeans. It then explains that when the Dorians invaded Greece around 1200 BCE, they did not write things down like previous groups. As a result, Greece fell into a dark age after the Dorians took over and stopped keeping written records.
This document discusses the advantages of using flashcards for learning activities. Flashcards can be double-sided, allowing information to be presented on one side and the answer or related information on the other side. The document provides instructions for creating flashcards, including determining what type of information to include, writing one part of the information on one side, and the corresponding answer on the other side.
Realia are physical objects from the target culture that can be used as teaching instruments to make a connection between language and objects from everyday life in the English speaking world. Examples of realia include everyday objects like staplers that can be used to teach grammar concepts like relative clauses.
This document discusses different types of charts that can be used for presentations, including pinboard charts where word strips rest on pins stuck in a board, sentence holder charts where word strips rest in cardboard pockets fastened to a board, folded word charts where word strips are folded and opened during a presentation, and strip charts where paper strips are used to reveal points.
Magazines and newspapers can be useful teaching tools in the classroom. Magazines allow teachers to introduce topics and set lesson plans in an engaging way for students by featuring topics that interest them. Newspapers similarly keep students informed on current events and provide opportunities for discussion and debates. Both magazines and newspapers can aid students in learning how to properly write research papers through analyzing well-written articles.
This document provides tips for effectively using charts, posters, and flip charts to present information. Some key points include:
- Charts and posters can be used to attract attention, develop ideas, present information to groups, and highlight key points. Effective designs use large, legible lettering and emphasize important words.
- When making a flip chart, first create a miniature outline and organize content across multiple pages with a title, subject definition, explanation, and summary.
- Other chart types include pinboard, sentence holder, and word strips. Proper letter sizing is important for visibility from a distance.
- When creating posters, use attractive yet simple lettering and block letters in a contrast
The document discusses quadratic functions and their key properties. It defines a quadratic function as a polynomial function of second degree whose graph is a parabola. The standard form of a quadratic function is given as f(x) = ax^2 + bx + c, where a, b, and c are constants and a cannot equal 0. It also discusses the vertex form of a quadratic function and how to find the vertex, x-intercepts, y-intercept, equation of the symmetry axis, and sketch the graph of example quadratic functions.
This document provides a spelling lesson for seventh grade students. It includes 20 vocabulary words with definitions. The homework assignment asks students to write 5 times each vocabulary word, answer questions from a writing coach book, write a sentence or draw an illustration for each word, and write a story using 10 of the words with an illustration.
The passage provides background information on the legend of the Phoenix bird. According to the legend, the Phoenix originated in the Garden of Eden from the first rose bush. When Adam and Eve were expelled from the garden, a flaming sword sparked a fire that burned the bird but from its ashes a red egg held the Phoenix, a bird of fire. The passage also includes vocabulary words and examples of making inferences from text clues.
This document discusses different types of language learners, including those studying English for specific purposes or as a foreign/second language. It describes learners of varying ages from very young to young adults, and notes appropriate teaching methods for each group. The document also outlines different proficiency levels according to the Common European Framework of Reference for Languages, from beginner to advanced levels.
How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Demonstration module in Odoo 17 - Odoo 17 SlidesCeline George
In Odoo, a module represents a unit of functionality that can be added to the Odoo system to extend its features or customize its behavior. Each module typically consists of various components, such as models, views, controllers, security rules, data files, and more. Lets dive into the structure of a module in Odoo 17
3. They is going to my party.
They ARE going to my party.
4. Rosy gave the statue to her. __D.O._
Direct object answers what or whom?
She picked her dad a present. I. O__
Indirect object answers for whom or for what?
My Mom complained loudly about the report.
__ADV_ Adverbs tell when, where, and how.
Martha swept with the broom. OBJECT OF A
PREPOSITION Nouns that usually come at the end of
a prepositional phrase.
5. Shehit me with a ruler.
Nobody told me about the quiz.
7. Adrian and Alex (get, gets) the best grades.
Ximena or Lily (bring, brings) the project.
Either Marisol or Cristy (have, has)
Distinguished honor roll.
Patricio or the rest of the students (is, are)
going to recess.
8. My teacher, Ms. Vicky, will give me a report if
we keep on talking.
Mario, the best soccer player, will be here.
9. They start with that dropped its leaves is
falling down.
The sofa where my grandma sits is being
replaced.
My uncle, who lives in U.S., won the lottery.